[Session 3] Theories of learning, instruction and evaluation (1)
Carroll's Model and Mastery Learning
- Introduction -
As for learning, instruction and evaluation, I will first introduce the Mastery Learning of B. S. Bloom and the Model of School Learning (Time Model) of John B. Carroll (1916-2003), which was the theoretical basis of Mastery Learning. It was in 1963, more than 40 years ago, that the Carroll's Model was published. Carroll regarded individual variations in school learning as the difference between the time needed for a learning task and the time spent for its mastery. Based on this idea, he called for a re-examination of the conventional fixed concept that IQ accounts for individual variations. Since then, the Model has had a great influence on school learning, especially in the United States. In Mastery Learning proposed by Bloom, students do not advance to a next learning module until they demonstrate proficiency with the current one. This method has also been adopted widely. The basis of this method is the idea that it is not good for a pupil to advance to the subsequent stage (or move into the upper grade) without mastering basic prerequisite knowledge and skills. Mastery Learning is also regarded as the theoretical backbone of grade skipping or repeating.
First of all, let me introduce an outline of the Model of School Learning (Time Model) of J. B. Carroll by showing the text that I wrote about 10 years ago. This includes my experience of studying abroad in the United States. The text became the 1st chapter of a book compiled from what I serially wrote for a monthly magazine, "Broadcasting Education" (publication is now suspended) just after I returned to Japan. Carroll's Time Model is a theme which I never fail to pick up on at the beginning of any course, and I have a special fondness for the Model. I would like you to enjoy reading it.
